Event: CALL FOR BOOK CHAPTERS
There are four main themes of the book: Theories and Practice of Teaching Linguistic Diversity • How do teachers establish and maintain linguistic diversity in today’s global classrooms? • Is linguistic diversity a fact or a myth in today’s classes? In what particular ways? • What is the interpretation of linguistic diversity in the 21st century? • Is linguistic diversity a global concept that’s applicable to all cultures? • What is the context of diversity in language classrooms? • What is your pedagogical approach to including linguistic diversity in the classroom through texts? (Many teachers teach respect for linguistic diversity through the exploration of canonized texts, such as Anzaldua’s How to Tame a Wild Tongue and Tan’s Mother Tongue). What other, non-canonized works can/should be explored to achieve the same pedagogical goals?) Diversity in Classrooms • How are teachers being prepared to work in culturally and linguistically diverse classrooms? • What are the effective methods of teaching linguistic diversity in today’s classrooms? • What are the principles of teaching linguistic diversity? • How could teachers be proactive in promoting linguistic diversity? • How could linguistic diversity be promoted in a school setting? • What are the best practices for respecting linguistic diversity from an institutional perspective? • How could policy-makers enrich the concept of linguistic diversity in classrooms? Exercising Linguistic Diversity in Classrooms • How do teachers encourage students to exercise their own linguistic diversity in their classrooms? • How would it change a classroom’s atmosphere if the diversity of the students is celebrated? • How could students be encouraged to use their culturally determined linguistic values in the class? • How are linguistic cultures represented across the curriculum? • How are linguistic cultures similar and different in classrooms? • What are the effective methods of exercising linguistic diversity in classrooms? Linguistic Diversity Among Teachers • How do teachers’ prior experiences with language learning inform their current teaching practices? • Are multilingual teachers—that is, teachers who have learned a second language themselves—better positioned than monolingual teachers to understand and meet the needs of their linguistically diverse students? • How can monolingual teachers better relate to their linguistically diverse students? • In what ways do teachers cultivate linguistically diverse professional relationships in order to engage in the lifelong learning about and appreciation for linguistic diversity they encourage among their students? • How do teachers showcase their own linguistic diversity in the classroom or model for students practices of celebrating one’s own linguistic diversity as a writer or speaker? • How do teachers’ prior experiences drawing on their own linguistic diversity in their writing inform their current teaching practices?